Inquiry in a Digital World

Nurturing Collaborative Inquiry.

Toronto, Ontario June 27-30, 2011

Please link to googledoc, and your TYPEWITHME through your email before we

start.

PLEASE LINK TO GOOGLEDOC, AND YOUR TYPEWITHME THROUGH YOUR EMAIL BEFORE WE START.

IntroductionsWho We Are

Jennifer ColleranGrade 1 teacherPrimary Division HeadBranksome HallToronto, ON

Cathy RussellIT teacherJunior Division HeadBranksome HallToronto, ON

Mary Abbott

Project coordinator

The Critical Thinking

Consortium TC2)

Nanaimo, BC

Evita StrobeleGrade 6 teacherBranksome HallToronto, ON

Tanya de HoogAsst Head and PYP CoordinatorBranksome HallToronto, ON

Collaboration Using Digital Technologies

1. Refresher: What is collaboration1. Refresher: What is collaboration

2. Critique the piece: Voicethread2. Critique the piece: Voicethread

3. Exploring the sites…3. Exploring the sites…

4. Goal setting in own units4. Goal setting in own units

Standards and PracticesStandard C3 Teaching and Learning:• 6 Teaching and learning address human commonality, diversity and multiple perspectives.• 11 Teaching and learning incorporates a range of resources, including information

technologies.• 13 Teaching and learning engages students in reflecting on how, what and why they are

learning.• 14 Teaching and learning fosters a stimulating learning environment based on understanding

and respectPYP requirement: – The school provides environments in which students work both independently and

collaboratively.– Teaching and learning empowers students to take self-initiated action as a result of their

learning• 15 Teaching and learning encourages students to demonstrate their learning in a variety of

ways.

IB Learner Profile

Attributes

Investigating

Creating

Communicating

Collaborating

Organizing

Be responsible

Act

Reflect

Choose

Knowledge

Con

cept

s

Attitudes

Action

Skills

Consider new paradigm in

education and PYP…

Collaboration• Inquiry occurs through participation in a

collaborative community. When we inquire together to solve a problem, we support each other and learn from and with each other.

• We learn IN experience, not just from experience.(I.e. apprenticeships. Some are experts, some are on the periphery working toward becoming an expert.) Even those on the periphery belong to the community. (i.e. emergent readers vs. non-readers)

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Critical, creative and collaborative inquiry (C3 inquiry) Teaching and learning is a matter of working with the support of others to draw well-informed and often imaginative conclusions involving the subject matter of the curriculum. C3 inquiry is based on rigorous thinking about the curriculum that is not simply reactive, but also imaginative and productive, and not always solitary, but often in tandem with others. Complementary roles: We can engage students simultaneously in thinking critically (the rigorous quality of their thinking), while being creative (a purpose for thinking), and collaborative (the social context in which is it conducted).

Collaborative Thinkingfrom Keynote:

Students determine nature of interaction so that it honours everyone contributions (role, time, length of discussion)

Structure of the discussion is determined by the norms of collaboration established by the group (e.g. paraphrasing to clarify understanding, probing, promote a spirit of inquiry, honour all voices, withhold judgments)

Encourages discussion and accepting of dissent.Dialogue contributes to a deeper shared understanding leading to

individual application of the ideas to solve a problem or create a product.

How is the following flight of starlings a metaphor for collaboration using

digital technologies (… and how isn’t it?)

http://wn.com/Starlings_on_Otmoor,_Oxfordshire Typewithme Reflectionhttp://typewith.me/c2iCThOtPN

Analyze this Voicethread for elements of collaboration.

Inquiry notes on ed.voicethread…

Form: - Students/tchrs can choose the content they want to upload from computer (doc, ppt, Notebook movies, flicker, Facebook, New York Public Library. - Criteria for judgement can be established by participants..

Function: Threads allow the posting of images/text/video which can be commented on verbally, through video, drawing, or typing. Respondents can be represented by an icon or picture. Manager can choose whether to moderate comments.

Causation: Because it is not realtime, it allows parti to consider responses, and be as through and thoughtful as possible.

Change: The thread can be changed by participants if the creator gives them editing rights (the pen). When criteria for comments and discussion set, it can lead to deeper shared understanding (that could lead to an individuals solving of a problem or creation of a product)

Connection: Definitely work on threads leads to a deeper shared understanding if students have the time (and expectation) to listen to other threads.

Perspective: Definitely allows for discussion and dissent * if expectation is set/taught/practicedReflection: Stud have chances to preview own responses before posting to be sure it accurately represents ideas. Responsibility: ed.voicethread is a more protected part of the bigger site. Creators have opportunity to keep threads

private, or to share with specific people, or everyone on ed.voicthread (global). Education would need to occur on how to share threads with family and friends outside of school community.

Students determine nature of interaction so that it honours everyone contributions (role, time, length of discussion)

Structure of the discussion is determined by the norms of collaboration established by the group (e.g. paraphrasing to clarify understanding, probing, promote a spirit of inquiry, honour all voices, withhold judgments)

Encourages discussion and accepting of dissent.

Dialogue contributes to a deeper shared understanding leading to individual application of the ideas to solve a problem or create a product.

Why do kids play to learn about a new environment…

So we will too…

• Individually, in pairs or small groups we will each take on the job of ‘previewing’ an online collaborative tool.

• Use the googledoc with same title as the section your link is listed under

• Include reference to the 4 criteria or ICT skills for collaboration in your notes

Before we leave…

• Let’s stick some goals on our goal wall

• http://www.wallwisher.com/wall/collagoals

Consider these ideas from keynote:

5 do’s from TC2

Regularize collaborative

thinking

Utilized less bounded

perspectives and resources

Diversify tools for analysis and

representation

Enhance self-regulated student

thinking

Capitalize on efficiencies in use of teacher time

Tools for thinking from TC2

Habits of Mind

Thinking Skills

Criteria for Judgement

Vocabulary

,,, and,,, ahhh

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Traditional Classroom Methodology

TEACHER

Students

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Constructivist Theory / Methodologies

Enduring Understanding: At the heart of the cycle is the learner constructing meaning. Connecting, building a conceptual framework, collaborating, inquiring, developing skills, understanding, sharing knowledge, action…

Teachers, Students and Other Adults